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EDUC 222

EDUC 222. ❝ One language sets you in a corridor for life. Two languages open every door along the way. ❞ ‒ Frank Smith.

emmanuel-ramos
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EDUC 222

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  1. EDUC 222 ❝One language sets you in a corridor for life. Two languages open every door along the way.❞ ‒Frank Smith

  2. "Acquisition requires meaningful interaction in the target language - natural communication - in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding." Stephen Krashen

  3. Krashen’s theory of learning a second language consist of five hypothesis: the Acquisition-Learning hypothesis, the Monitor hypothesis, the Natural Order hypothesis, the Input hypothesis, and the Affective Filter hypothesis. The next slide reflects a quote that captures the essence of the book: Krashen, Stephen D. 1981. Principles and Practice in Second Language Acquisition. English Language Teaching series. London: Prentice-Hall International (UK) Ltd. 202 pages.

  4. "What theory implies, quite simply, is that language acquisition, first or second, occurs when comprehension of real messages occurs, and when the acquirer is not 'on the defensive'... Language acquisition does not require extensive use of conscious grammatical rules, and does not require tedious drill. It does not occur overnight, however. Real language acquisition develops slowly, and speaking skills emerge significantly later than listening skills, even when conditions are perfect. The best methods are therefore those that supply 'comprehensible input' in low anxiety situations, containing messages that students really want to hear. These methods do not force early production in the second language, but allow students to produce when they are 'ready', recognizing that improvement comes from supplying communicative and comprehensible input, and not from forcing and correcting production." (6-7)

  5. Relationship from theory to practice • In deciding how to develop language teaching methods and materials, one can take three approaches: • make use of second language acquisition theory • make use of applied linguistics research • make use of ideas and intuition from experience • These approaches should in fact support each other and lead to common conclusions.

  6. What is needed in the classroom? • Theories • Krashen’s and others • Methods • Understand the individual needs of students. • Use of journals • All language skills - reading, writing, speaking and listening - should be involved in the learning process. • Approaches • Positive classroom environment • Motivation • Time exposed to the language • Culture interference • models

  7. Differences in learning a second language • Children • Do not pay attention to grammar rules. • They use more the sense of correctness “feeling” • Picking up a language • Adults • Conscious knowledge • Explain rules

  8. Esl standards • http://lariza_rivera.tripod.com/index.html • http://members.tripod.com/lariza_rivera/websiteseslforteachers/id5.html • DE http://ponce.inter.edu/cai/bv/marcos_curriculares/English-Content-Standards-Grade-Level-Expectations.pdf

  9. Distrito Escolar de Bayamón • http://bayamonde.wix.com/bayamonde#%21docentes

  10. References • http://scholar.google.com.pr/scholar?q=summary+krashen%27s+theory&btnG=&hl=en&as_sdt=0%2C5&as_vis=1 • http://sdkrashen.com/SL_Acquisition_and_Learning/SL_Acquisition_and_Learning.pdf • http://esl.about.com/od/esleflteachertraining/a/t_enonpro2.htm • http://www.english.sk.com.br/sk-krash.html

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